A Teacher Is a Chef

 

Teaching is much like being a chef. A chef carefully selects various ingredients and techniques to create a dish that is not only visually appealing but also satisfies the customer’s tastes. Similarly, a teacher uses different strategies and methods to craft lessons that engage students and meet their diverse needs. Just as a chef adapts recipes for dietary restrictions or preferences, a teacher must adjust their teaching to accommodate each student’s learning style and goals.

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We Teach Students to Love and Survive

 

My purpose as a teacher is shaped by the influence of both my own teachers and the students. Similar to how chefs are inspired by dishes they have enjoyed, I aim to pass on the knowledge shared with me. My teaching serves two main goals: 1) To foster students' growth and ignite a passion for learning, and 2) To help them become compassionate, thoughtful individuals.

 

When I taught how to write argumentative essays to my eighth-grade students, I taught them to think critically and use rhetorical devices to effectively persuade their audience and strengthen their arguments. This helped them later when they got to high school. As evidence, I received an email from a former eighth-grade student. At the time, this student was in the tenth grade writing an essay in his English class, and he thanked me for teaching him and his classmates how to write essays: “I mainly wanted to email you to say thank you for teaching us how to properly write essays, thank you so much, your hard work really paid off for us. We still mention you and how easy you made the work to this day. So thank you for everything you did for us.” This reminded me of the lasting impact teachers can have on students’ academic growth, reinforcing my goal of inspiring a lifelong love of learning.

 

While intellectual growth is important, I believe the greater achievement lies in helping students become kind and empathetic. I model these qualities in my behavior, knowing that students learn best by observing the actions of their teachers. A simple smile, a kind word, or a friendly greeting can show students they matter. This can lead to an increase in student engagement and participation in class because they feel safe and welcomed. One of my students wrote to me, “I was happy when you said ‘Hello’ to me.” Another shared, “I was impressed with your smile during class. I think your smile is making many people happy.” If I can brighten a student's day with these small gestures, I hope they will spread that warmth and kindness to others.

 

At the end of the school year, I would be prouder if my students learn to be kind and love each other more than if they can use commas correctly, for example. At times, life can be difficult and a struggle, so teaching them how to love can help create a more peaceful and kinder world for everyone to live in. As one of my professors once said, "We teach students to love and survive." These words have resonated deeply with me, and I have made them a core part of my teaching mission, where they remain integral.

 

A Safe, Warm-lighted Place

 

In the same way a restaurant’s atmosphere contributes to its success, a classroom’s environment plays a crucial role in students’ learning. I aim to create a welcoming space by promoting multiculturalism and diversity. For example, I select literature that reflects different perspectives, exposing students to authors and stories from a variety of cultures. When I taught eighth grade, I would teach The House on Mango Street by Sandra Cisneros, which explores themes of identity and female oppression. Students are encouraged to empathize with the characters' experiences. I also incorporate “A Clean, Well-Lighted Place,” by Ernest Hemingway, where an elderly man returns to a café every night because he is drawn by the coziness and peace he feels inside. To him, the café is a safe space. A space where he can go to forget his problems. Through promoting multiculturalism and diversity, my classroom is what I hope can be a space where students can forget outside struggles and focus on learning.

 

Teaching Approach and Strategies

 

Similar to how chefs use unique methods to prepare their dishes, I use different teaching methods and approaches depending on what I am teaching (e.g., communicative language teaching). For my preference, I prefer a student-centered, inquiry-based approach to teaching—where students actively engage with the material, collaboratively deducing concepts, and supporting one another throughout the learning process. This allows them to develop learning autonomy while being active learners in the class. 

 

Using formative assessments to guide instructions

 

Just like feedback helps restaurants improve, formative assessments guide me in refining my teaching practices. For example, I use exit tickets at the end of each lesson to gauge how well students have understood and can apply the concept or skill that was taught. Based on their responses, I adjust my lessons to address areas where students may be struggling. If many students express confusion, I use the next class to review the material and clarify any misconceptions through five-minute bellringers or a review mini-lesson at the beginning of class. Another form of assessment that I utilized is alternative assessments. One example of an alternative assessment that I have used in the past are slideshow presentations, which students are demonstrating their understanding of a text through a multimedia presentation rather than the traditional multiple-choice assessment that are administered.

 

Strolling Down the Never-ending Journey of a Teacher

 

The best chefs are always looking for ways to refine their techniques, and similarly, the best teachers are constantly striving to improve. When I began teaching, I had limited knowledge of pedagogy. Over time, I have gained experience and insight, but like a chef constantly experimenting with new ingredients and dishes, I continue to seek new methods and strategies to improve my teaching. Even in areas where I might feel confident, such as classroom management, I remain open to learning and adapting. The classroom is a dynamic environment, and teaching is a continuous journey of growth. I am always excited to try new ways to engage students and ensure they thrive. Like the chefs who constantly enhance their recipes, I am committed to refining my practice to better serve my students.